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Subject: Physical Education
Semester: 1
Period: 2
Week: 11
School Name:
Teacher’s Name:
Subject: Physical education
Grade Level: Grade 2
Date: Week 11
Lesson Duration: 45 minutes
Week & Period: Week 11, Period 2
Topic: Games, Stunts & Tumbling
Sub-topic: Classroom games, locomotor and manipulative games, stunts, and tumbling
Learning Objectives
By the end of the lesson, students should be able to:
- Participate in classroom games such as Simon Says, Tag, and Relay.
- Demonstrate locomotor and manipulative games.
- Practice safe simple stunts and basic tumbling movements.
Previous Knowledge
Students already know simple games like running and catching.
Instructional Materials
Whistle, soft mats, small balls, open space.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “Who has played Simon Says before?” Learners answer. Teacher quickly plays two rounds of Simon Says as warm-up.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Classroom Games:
- Examples: Simon Says, Tag, Relay
- Rules: Listen carefully, wait for turns, follow instructions, and practice fair play.
- Importance: Develops listening skills, teamwork, patience, and discipline.
Locomotor Games:
- Movements where the body travels from one place to another.
- Examples: Hopping, skipping, jumping
- Importance: Build strength, balance, coordination, and speed.
Manipulative Games:
- Activities that involve handling objects using hands or feet.
- Examples: Throwing, catching, rolling, kicking
- Importance: Improve hand-eye coordination, accuracy, and control.
Stunts:
- Fun body movements that challenge balance and flexibility.
- Examples: Crab walk, bear crawl, frog jump
- Importance: Strengthen muscles, improve coordination, and build confidence.
Tumbling Basics:
- Safe rolling and movement exercises to develop body control.
- Examples: Log roll, forward roll
- Importance: Increase flexibility, awareness of space, and safe landing techniques.
Demonstration:
- Teacher demonstrates each game, stunt, and tumbling activity.
- Emphasize safety: careful movements, no pushing, and proper spacing.
Practical Activity:
- Learners rotate in small groups:
- Group 1: Plays relay or Simon Says
- Group 2: Practices locomotor skills – hopping, skipping, jumping
- Group 3: Practices manipulative skills – throwing, catching, rolling, kicking
- Group 4: Practices stunts and tumbling – crab walk, bear crawl, frog jump, log roll, forward roll
- Encourage peer support, cheering, and safe participation.
Learners’ Activities (Expanded):
- Participate in all games, stunts, and tumbling activities.
- Practice skills in pairs or small groups, following instructions carefully.
- Encourage peers and ensure safe execution of movements.
- Reflect briefly: “Which activity did you enjoy most? Why?”
Assessment Checks:
- Observe learners’ participation, teamwork, and safe practice.
- Ask learners:
- “Name one stunt you practiced.”
- “Name one tumbling activity you tried.”
- Check correct technique in hopping, skipping, throwing, catching, and rolling.
Notes (Expanded & Detailed):
- Games improve teamwork, listening, and make learning fun.
- Locomotor and manipulative skills develop strength, coordination, and body control.
- Stunts and tumbling enhance flexibility, balance, and confidence.
- Safety is crucial during all activities to prevent injuries and encourage a positive learning environment.
- Regular practice of these skills builds active, strong, and confident children ready for more complex physical activities.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises the games, stunts, and tumbling activities. Teacher emphasizes safety and teamwork.
Evaluation Method (Expanded): Exit slip/quiz: Learners mention their favorite activity from today’s class and why. Teacher provides oral feedback.
Assignment (Expanded): Draw yourself doing one of the stunts learned today.
Follow-up Activity: Practice one stunt safely at home on a soft surface.
Differentiation / Inclusive Strategies
Learners who struggle with stunts are guided step by step. Teacher pairs stronger and weaker learners. Visual demonstrations support understanding.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low